It is important for adults to clearly explain to children what drugs are, their functions and potential harms.

is it creates an environment that facilitates open and honest information sharing.

non-judgemental and open conversations

functional dimension – researching and applying information relating to knowledge and services to respond to a health-related question

functional dimension – researching and applying information relating to knowledge and services to respond to a health-related question interactive dimension – requires more advanced knowledge, understanding and skills to actively and independently engage with a health issue and to apply new information to changing circumstances critical dimension – the ability to selectively access and critically analyse health information from a variety of sources (which might include scientific information, health brochures or messages in the media) to take action to promote personal health and wellbeing or that of others.

The Australian Curriculum: English helps students develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures.

language, literature and literacy strands is key to developing and sharing knowledge about social, economic and ecological systems

The Australian Curriculum: English helps students develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. The content in the language, literature and literacy strands is key to developing and sharing knowledge about social, economic and ecological systems and world views that promote social justice. In this learning area, students may interrogate a range of texts to shape their decision-making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures.

he ability to design practice games, analyze learning, and make the necessary adjustments (see, Howarth, 2005Howarth, K. (2005). Introducing the teaching games for understanding model in teacher education programs. In L. L. Griffin & J. I. Butler (Eds.), Teaching games for understanding: Theory, research and practice (pp. 91–105). Champaign, IL: Human Kinetics. [Google Scholar]; McNeill et al., 2004McNeill, M. C., Fry, J. M., Wright, S. C., Tan, W. K. C., Tan, K. S. S., & Schempp, P. G. (2004). ‘In the local context’: Singaporean challenges to teaching games on practicum. Sport, Education and Society, 9(1), 3–32. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]; Turner, 2014Turner, A. (2014). Learning game concepts by design. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 193–206). London: Routledge. [Google Scholar]) and (2) developing productive and generative questioning